Relevant Degree Programs
Complete these steps before you reach out to a faculty member!
- Familiarize yourself with program requirements. You want to learn as much as possible from the information available to you before you reach out to a faculty member. Be sure to visit the graduate degree program listing and program-specific websites.
- Check whether the program requires you to seek commitment from a supervisor prior to submitting an application. For some programs this is an essential step while others match successful applicants with faculty members within the first year of study. This is either indicated in the program profile under "Requirements" or on the program website.
- Identify specific faculty members who are conducting research in your specific area of interest.
- Establish that your research interests align with the faculty member’s research interests.
- Read up on the faculty members in the program and the research being conducted in the department.
- Familiarize yourself with their work, read their recent publications and past theses/dissertations that they supervised. Be certain that their research is indeed what you are hoping to study.
- Compose an error-free and grammatically correct email addressed to your specifically targeted faculty member, and remember to use their correct titles.
- Do not send non-specific, mass emails to everyone in the department hoping for a match.
- Address the faculty members by name. Your contact should be genuine rather than generic.
- Include a brief outline of your academic background, why you are interested in working with the faculty member, and what experience you could bring to the department. The supervision enquiry form guides you with targeted questions. Ensure to craft compelling answers to these questions.
- Highlight your achievements and why you are a top student. Faculty members receive dozens of requests from prospective students and you may have less than 30 seconds to peek someone’s interest.
- Demonstrate that you are familiar with their research:
- Convey the specific ways you are a good fit for the program.
- Convey the specific ways the program/lab/faculty member is a good fit for the research you are interested in/already conducting.
- Be enthusiastic, but don’t overdo it.
G+PS regularly provides virtual sessions that focus on admission requirements and procedures and tips how to improve your application.
Education Policy: Equity, rankings
Great Supervisor Week Mentions
To a great supervisor, Dr. Michelle Stack, a huge "THANK YOU" for being such an amazing prof and such a wonderful person!! Your confidence in me and your kind words of encouragement have been a great source of strength for me. To Dr. Michelle Stack and to my committee members, Dr. Andre Mazawi and Dr. Wendy Carr, many thanks for always steering me in the right direction! I'm extremely fortunate to be learning from three exceptionally brilliant profs! Thank you for your gifts of knowledge and your unwavering support.
Graduate Student Supervision
Doctoral Student Supervision (Jan 2008 - Mar 2019)
This research is presented as an autobiographical narrative inquiry about one teacher’s experience of living with mental illness. The main objective of this research is to contribute to expanding our understanding of how our education systems must include acceptance and inclusion of the large number of students, educators, school trustees, education bureaucrats, parents and administrators who live with mental illness. According to the Centre for Addiction and Mental Health, mental illness will impact one in two Canadians by age 40 with the onset of symptoms occurring during adolescence, making the school system an important public institution for recognizing and treating mental illness. Yet, there continues to be stigma and fear around mental illness, which may hinder peoples’ ability to recognize it in themselves or others. The autobiographical texts contained in this dissertation emerged as I, the researcher, examined my own context in relation to who I was as a researcher, and in particular, as an educational researcher, and specifically, as a teacher, and even more specifically, a teacher with mental illness. My particular illnesses were anxiety and eating disorders. The texts are a collection of stories, journal entries, and report card comments interspersed with and analyzed in relation to literature that includes academic theory, research, poetry, and fiction. I am following in the tradition of others such as Pelias (2016) who puts themselves on display as a researcher “in the belief that an emotionally vulnerable, linguistically evocative, and sensuously poetic voice can place us closer to the subjects we wish to study” (p. 1). In this study I put mental illness on display to examine it from the perspective of curiosity and openness rather than from a place of stigma or fear. I surmise that if a teacher’s educational responsibility is to be open to what Biesta (2013) pens is the call to act in the intervention of others, then one such act is showing up as a human being, with one’s struggles and vulnerabilities, and being open to those of others.
This study explores faculty members’ lived experiences with digital technologies in their teaching practice at British Columbia University (BCU), and it investigates these individual experiences within overlapping and interrelated contexts at the global, provincial, and institutional scales.The study was inspired by the researcher’s practice in educational technology leadership at BCU and those experiences, along with the researcher’s perspective as geographer, are seen throughout the study.The research is informed by critical theory of technology to situate the different perspectives used to frame technologies. It draws upon research on globalization to analyze provincial and institutional policy documents. It also draws upon Bourdieu’s ideas on capital to understand power and influence shifts: particularly within the institution and how participants’ capital shifts over time.The study illustrates the complex and sometimes contradictory ways that faculty members see their relationship with digital technologies in their practice, and it highlights how government priorities can become institutional policy and ultimately manifest in faculty members experiences.The study shows how the role of the instructor and the field of higher education are changing, and it situates increasingly ubiquitous digital technologies in the change. It illustrates how participants attribute tensions in their practice to different logics between themselves and BCU administrators. And it shows how participants take on the responsibility themselves of increasing their use of digital technologies, even when they don’t believe more technology use will help their practice.This research contributes to the ongoing discussions regarding higher education policy and the roles for digital technologies within that field.
This study explores the assumptions and understandings that English as an Additional Language (EAL) teachers bring to teaching students who they believe have experienced trauma. The instructors in this study teach in a Canadian federally funded program called Language Instruction Program for Newcomers (LINC). The research is informed by the critical literacy work of Paulo Freire, particularly his critique of the banking model of education and his work on dialogue and praxis. The work of Freire is considered in relation to larger conversations about social justice. The research draws on participatory action research. The study illustrates the complex and contradictory understanding that instructors have about trauma and the dilemmas they face in supporting students affected by trauma in a government-funded EAL program for newcomers. First, this project describes the multiple barriers students and instructors face in trying to create inclusive classrooms. Second, it demonstrates that instructors bring a variety of experiences, techniques and processes to support students who have experienced trauma. Third, it shows that for EAL programs to be responsive to the whole student requires a shift away from neo-liberal policy and practice. What is needed is a rethinking of current Professional Development (PD) practices, and active engagement through communities of practice are needed to enable EAL instructors to create more inclusive EAL education, particularly for students who have experienced trauma. This research contributes to the discussion on trauma and learning within government-funded EAL programs, specifically in relation to adult immigrants.
The research undertaken in this thesis facilitated an examination of the dominant discourses contained in several disability policy documents, the ideological underpinnings driving the discourses and the influence of particular models of disability. This investigation demonstrated that there were in fact two dominant discourses common to all the policy texts, namely a discourse of Independence and a discourse of Employability. These evolved from a status of being overtly referenced within the policy texts to becoming an underlying “given” or “truth”. While the language of various models of disability were used in the texts, there is little evidence to suggest that any particular model had any singular influence. Rather, the use of the language of various models of disability appeared to be “tactical” in nature, and used simply to enhance the legitimacy of the particular discourses or arguments being presented. As the texts appeared to be grounded within a neoliberal policy orientation, the use of the language of the models, particularly the social model of disability, was of value in providing legitimacy to concepts that are in many ways antithetical to some of the core precepts of the models. Lastly, the analysis suggests that the actors with the greatest degree of power and influence during the drafting and implementation of the policy texts remained government officials, and the influence of people with disabilities or their advocates was at best subordinate, or in many cases nonexistent. Through this type of research, policy researchers, advocates and impacted individuals with disabilities who endure the effects of policy, have powerful tools with which to expose these dominant discourses. Often these dominant discourses have evolved into unspoken and taken for granted "truths". Foregrounding such discourses can facilitate the development of counter discourses or strategies to negate or at least minimize the negative impacts that result from policy and program decisions grounded in these discourses. Such a capacity could go a long way in leveling the playing field, and at least to some degree equalize the power differential between government and “others” when presented with skillfully written and often dissembling policy texts.
Master's Student Supervision (2010-2017)
During past few years, social media, particularly social network sites (SNS) have emerged and attracted an increasing number of young people. SNS is a significant venue for youth to construct their identities through the interaction with their peers. Most current literature, available in English, focuses on the experiences of youth with SNS who live in Western societies. This exploratory study explores how undergraduates at universities in China construct, present and express their identity on SNS in relation to others. Five semi-structured interviews were conducted with college students to capture their lived experience with SNS. I drew on concepts of identity, subjectivity and dramaturgy and literature that examine tensions between concepts of collectivism and individualism in China. This study concludes that: Firstly, SNS provides a space for young people to explore and perform themselves towards what they see as their ideal self. However it does not mean young people can construct a brand new identity without the intervention of their offline identity. How they construct themselves and how they are constructed occurs in relation to their offline friendship circle as to the discursive world they live within. Participants spoke about the tensions in trying to balance collectivistic culture and individualistic culture, which influenced participants' sense of self and the way they presented themselves on SNS. Young people are deeply involved in their online presence and reality, and so both discursive worlds influence who they think they are in relation to others. Secondly, SNS is a “front stage” for young people to deliberately present themselves and manage the impression they gave to others. Both written texts and visualized pictures afford young people to “give” or “give off” their performance to their online audience (Goffman, 1959, p. 3). However on SNS the boundary between “front stage” and “back stage” is blurred and it is difficult for participants to keep track of different online and offline connections and, based on this, what to post. The study points to the importance of understanding SNS use within the particularities of cultural contexts.
When walking through the streets of Dakar, hip-hop makes its way through the radios of the city. Hip-hop has been a prominent and influential music genre and culture in Senegal since the 1980s. Hip-hop music has been used by Senegalese to cover the social, economic and political life of the country, and to promote political activism among the youth. Rapping was not born in a vacuum in Senegal but subtly continues the long-standing tradition of storytelling through spoken words and music, griotism. Moving away from hip-hop stereotypes, defined by critics as violent, racist, homophobic, sexist, materialistic, misogynistic and vulgar, my case study focuses on critical and conscious Senegalese hip-hop, which embraces hip-hop social and educational movements utilized to voice societal injustice and challenge the status quo. Senegalese hip-hop is a platform for political activists to denounce institutional racism, Western domination, poverty, and national corruption, with the hope of contributing to a better and just society that recognizes and legitimizes knowledges and voices of formerly colonized Africans. Didier Awadi is one of the most talented, conscientious, influential and revolutionary hip-hop artists and political activists of the continent. His motivation stands in the Burkinabé revolutionary Thomas Sankara, who became an icon for his statement: “dare to invent the future,” the motto for Didier Awadi’s record company Studio Sankara. In 2010, after five years of research, Didier Awadi released his ambitious multidisciplinary project Présidents d’Afrique to recount Africa’s political history and honor the founding fathers of Pan-Africanism, influential thinkers and scholars from Africa and the Diaspora. His timeless album Présidents d’Afrique uses hip-hop as a form of decolonization and public pedagogy that renders the contributions of Pan-African leaders visible to Africa and the world, contributions that have been continuously omitted, ignored, and vilified by mainstream History.